Senior 2 / Senior 3 In Motion / Dynamics Lesson # 2
Learners:
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The learners will either be a senior 2 general science class, or a senior 3 physics class.
S.L.O(s): S2–3–06, S2–0–3a, S2–0–3b, S2–0–5b, S2–0–5c, S2–0–6a, S2–0–6b,
S2–0–7a, S2–0–7b and S2–0–7f.
Cluster 0
Initiating, Planning, Implementing
Before the discrepant event, students will state a prediction based on their
Observing, Measuring, Recording
Students will observe the discrepant event and we will discuss what happened. background knowledge of physics.
After the discrepant event, students will predict probable mathematical relationships between the variables.
Students will record information given to them in class using appropriate SI units and appropriate formats.
Analyzing and Interpreting
Students will attempt to explain trends and relationships.
Students will identify and explain any ideas that create disequilibrium.
Concluding and Applying
Student will be encourage and guided to draw a conclusion that explains the result of our investigation.
Students will identify further questions.
Students will reflect on their prior knowledge and experience to develop new understanding.
Key Knowledge Statements:
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A force is a push or pull upon an object resulting from the object's interaction with another object. Whenever there is an interaction between two objects, there is a force upon each of the objects. When the interaction ceases, the two objects no longer experience the force. Forces only exist as a result of an interaction.
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Contact forces are types of forces in which the two interacting objects are physically contacting each other.
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Non-contact forces are types of forces in which the two interacting objects are not in physical contact with each other, yet are able to exert a push or pull despite a physical separation.
Resources / Materials:
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Rope and heavy text book.

Teacher Reminders Learners Tasks
Have students fill out a diagnostic tool to Students will do test, not for marks, I will find out the classes main misconceptions with the idea of force. See Driver to derive the questions.
Define Force. go through the answers explaining exactly where their misconceptions may lay.
Students will record the definition of force.
Perform the discrepant event: Can anyone straighten this rope. Discuss.
Define the two different types of forces.
List examples and have students group the forces in contact or non-contact forces.
Such as: Friction, tension, gravitational, normal, electrical, magnetic, air resistance, applied and spring. They should be able to relate this easily.
Student will predict what will happen, observe the process and then try to explain what actually happened. Focusing on the idea of force.
Students will record definitions.
Students will say and record what kind of force the example is.
Explain the quantity of Newton; define it and where it came from.
Stress the importance of force being a vector. Talk about pushing something, can you push with no direction???
Define some important forces from above that will be required later on.
Talk about difference between weight and mass. Talk about real mass, use a scale.
Do some weight and mass questions.
Students will record the definition of
Newton
Students should be able to predict if force is a vector or a scalar.
Have students attempt answer before giving them the definition.
Students may have trouble with this, guidance will be important.
Have students solve these questions mathematically.
Evaluation:
Students will be evaluated by handing in the diagnosis tool that is used to find out misconceptions of force. Have a small quiz at the beginning of next class based on force.
As well watching the students during class and observing them during discussions is a form of formative evaluation.